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Abstract: Effective oral communication is a crucial skill in academic and professional contexts. However, practising and refining these skills is challenging without structured guidance and feedback. This paper presents a user evaluation of WEBPOSE, a web-based Oral Presentation Automated Feedback (OPAF) system that provides immediate feedback on posture to improve non-verbal communication skills. In this study, WEBPOSE was tested with sixteen researchers specialising in educational technology. Using a mixed-methods approach, which included a Technology Acceptance Model (TAM) questionnaire, open-ended questions, and observational data, we investigated the perceived user experience, usability, and usefulness of the system. The results indicate that WEBPOSE was generally perceived as user-friendly and beneficial for fostering self-awareness around body language and presentation timing. Moreover, user feedback also highlighted nonfunctional and functional points of improvement for WEBPOSE, such as improving the visualisations of the system status, and the display of the immediate feedback. This paper concludes with design implications for improving user guidance, feedback mechanisms, and the integration of structured rehearsal stages. These insights aim to inform the future development of scalable, user-centred OPAF systems that can effectively support the development of presentation skills.
Keywords: Oral Presentation Automated Feedback System, public speaking, Technology Acceptance Model, automated feedback, WEBPOSE, Educational Technologies, user acceptance.
1. Introduction
Effective communication is a cornerstone of success in both personal and professional life. Among its many facets, public speaking stands out as a particularly vital skill in the 21st century, playing a crucial role in situations such as job interviews (Patil and Katre, 2024), negotiations (Svendsen, 2022), and collaborative work (Chan, 2011). However, mastering public speaking is no easy task. It requires deliberate practice to master communication aspects such as body language, tone modulation, and speech clarity (Kerby and Romine, 2009).
Several methods are available to support the development of these skills. Practicing in front of a mirror is a simple but limited strategy due to its lack of feedback (Levasseur, Dean and Pfaff, 2004). Video recordings offer more value by allowing for self-reflection and targeted improvements (Zimmerman and Schunk, 1989); however, watching the recorded videos is time-consuming, and novice presenters have trouble identifying points for improvement (Korthagen et al., 2001). Additionally, one-on-one coaching with feedback from instructors remains highly effective due to its personalized guidance (Heinicke et...